A 3 credit hour course must represent a minimum of three weeks work. After an immersion teaching strategy for two weeks the third week is used to permit a student based project technique for greater depth or breadth of coverage in the course topic, as the student finds most useful to meet their educational goals. Accordingly, three options are offered below. Choose one option, A-C.
The Brooks-Young text has much more in it than we can cover in a 2 week span of class sessions. Some of this material is more useful than others, and some will be covered more in depth in later courses, depending on which degree students are pursuing. (Most students in this class are pursuing the MAHE degree, but there often are a few in the MAET program.)
( A. ) A the end of Chapters 1-10 there are Web Sites offered pertaining to the subject of that chapter. Most (not all) of these web sites are collected as a book appendix on pages 127-131. Please choose 5 of these web sites (not more than 2 from any given chapter) and add individual posts for each site on your class blog summarizing what the site has to offer and what it contributes to the content in the text of the chapter to which that site was appended. Use the label EXPAND-Sites on your blog posts so these posts easily can be pulled out. Exclusions:
Everyone:
iTunes (Ch3) should be well enough known that it is not necessary to review this site for the chapter on MP3 players.
ACER/ASUS/HP sites (Ch4) are simply corporate commercial sites that need not be reviewed.
Facebook and MySpace (Ch5) should be well enough known that you will add little to your knowledge base reviewing these sites.
Blogger (Ch7) needs no review, as you used it in the course.
Google Docs (Ch7-8) needs no review, as you used it in the course.
MAET Students:
No additional specific exclusions, but be aware that some of the sites, especially in Ch7-8 will appear as choices in the "Web 2.0" (CPED 5205) course and some choices in Ch6&9 may appear again in the "Games and Virtual Worlds" (CPED XXXX) course. In both courses the choice arrays should allow you other options when you are in those courses.
The content in Ch10 on copyright and Internet safety is particularly important and not covered in any other course in your program, as far as I know. If you choose this option, you might give serious consideration to choosing 1 or 2 sites from this chapter.
MAHE Students:
COPPA (Ch8) will appear again in CPED 5406 "The Role of the Technology Coordinator," but it is sufficiently important that you may use it, if you choose, now.
The content in Stanford University-Copyright & Fair Use may be discussed in a different context in CPED 5406. It may be less confusing for you then if you do NOT use this site now.
Copyright and Internet safety are focus points in CPED 5406, most of the sites in Ch10 that address these topics either directly (or in a couple of cases more indirectly). Please pursue sites in a chapter other than chapter 10 so you will have fewer redundancies when you could have a broader information base.
( B. ) At the end of Chapters 1-10 there are sections of "Online Reports and Articles" (and occasionally, Books, Movies, or Press Releases) concerning the topic of that chapter. You may choose 5 of these Reports/Articles (Books, Movies, Press Releases if you have access to them), but not more than 2 from any one chapter. Add individual posts for each item on your class blog summarizing what the site has to offer and what it contributes to the content in the text of the chapter to which that article was appended. Use the label EXPAND-Articles on your blog posts so these posts easily can be pulled out. Exclusions:
MAET Students: Because the content in Ch10 is important and not covered elsewhere, I would urge you to consider an article (or 2) from this chapter. But, you may choose materials from any chapter.
MAHE Students: Because the content in Ch10 is covered in CPED 5406, I would ask that you should not do an article from this Chapter.
( C. ) If you would like to explore a topic related to any aspect of this class in greater breadth or depth, rather than pursuing options A or B above, simply spell out to me what you propose to do. We will discuss it. I will need to know, with as much specificity as possible, what you propose to do, how it relates to an aspect of this class, and how it will help you.
( D. ) Some students prefer quizzes on chapter readings as a quicker, easier path than blogging about the chapter. However, when I write quiz questions with good foils, I feel bad if many students miss the question. And, if I write a question that no one misses, I have to wonder if the question was challenging enough. So, the suggestion was that I offer you a chance to write quiz questions for each chapter that you feel covers the important points in the chapter. Write questions that are challenging in their presentation, but not "mean" tricky. If you choose this option, choose 5 chapters with which you propose to work (choose from chapters 1-9 and you may combine chapters 10 and 11). Then, 3 questions about different things in each chapter is worth a C, while 4 good questions per chapter is good for a B, and 5 good questions per chapter is an A. Questions must be predominately (at least 3 per chapter) multiple choice or matching formats. If you are choosing to write 4 or 5 questions per chapter, one of those questions may be True-False. Short answer (including fill-in-the blank) and essay format questions may not be used at all if you wish to pursue this option. Submit these questions by sharing the document containing the proposed questions with me on your Google Docs site.
Performance Record
The proposal is to be sent by email not later than the end of class on Thursday, July 7, with approval negotiated on Friday, July 8.
If you are selecting option A, B or D, your email should tell me which of those options you have chosen and what chapters you anticipate using.
I will simply acknowledge that I have received your plan when you choose option A or B.
Obviously, I will need a rather longer explanation if you want to pursue option C.
If you choose option C, you must have my approval of your proposal before you can proceed.
Unless you request a longer period of time, I will expect your EXPAND project to be submitted not later than 11:59pm Friday, July 15. If you will need a longer period, ideally you will tell me that in your proposal email. If you do not request a different due date, I will trust that you will be finished on or before July 15.
If unforeseen circumstances cause you not to be able to meet the July 15 deadline (or other deadline you have established), please send me an email before the deadline explaining the situation and what you want to do. I do need to turn in grades in early August, though. Late assignments (not approved in advance) will have a grade deduction and may not be accepted at all.
A 3 credit hour course must represent a minimum of three weeks work. After an immersion teaching strategy for two weeks the third week is used to permit a student based project technique for greater depth or breadth of coverage in the course topic, as the student finds most useful to meet their educational goals. Accordingly, three options are offered below. Choose one option, A-C.
The Brooks-Young text has much more in it than we can cover in a 2 week span of class sessions. Some of this material is more useful than others, and some will be covered more in depth in later courses, depending on which degree students are pursuing. (Most students in this class are pursuing the MAHE degree, but there often are a few in the MAET program.)
( A. ) A the end of Chapters 1-10 there are Web Sites offered pertaining to the subject of that chapter. Most (not all) of these web sites are collected as a book appendix on pages 127-131. Please choose 5 of these web sites (not more than 2 from any given chapter) and add individual posts for each site on your class blog summarizing what the site has to offer and what it contributes to the content in the text of the chapter to which that site was appended. Use the label EXPAND-Sites on your blog posts so these posts easily can be pulled out. Exclusions:
- Everyone:
- iTunes (Ch3) should be well enough known that it is not necessary to review this site for the chapter on MP3 players.
- ACER/ASUS/HP sites (Ch4) are simply corporate commercial sites that need not be reviewed.
- Facebook and MySpace (Ch5) should be well enough known that you will add little to your knowledge base reviewing these sites.
- Blogger (Ch7) needs no review, as you used it in the course.
- Google Docs (Ch7-8) needs no review, as you used it in the course.
- MAET Students:
- No additional specific exclusions, but be aware that some of the sites, especially in Ch7-8 will appear as choices in the "Web 2.0" (CPED 5205) course and some choices in Ch6&9 may appear again in the "Games and Virtual Worlds" (CPED XXXX) course. In both courses the choice arrays should allow you other options when you are in those courses.
- The content in Ch10 on copyright and Internet safety is particularly important and not covered in any other course in your program, as far as I know. If you choose this option, you might give serious consideration to choosing 1 or 2 sites from this chapter.
- MAHE Students:
- COPPA (Ch8) will appear again in CPED 5406 "The Role of the Technology Coordinator," but it is sufficiently important that you may use it, if you choose, now.
- The content in Stanford University-Copyright & Fair Use may be discussed in a different context in CPED 5406. It may be less confusing for you then if you do NOT use this site now.
- Copyright and Internet safety are focus points in CPED 5406, most of the sites in Ch10 that address these topics either directly (or in a couple of cases more indirectly). Please pursue sites in a chapter other than chapter 10 so you will have fewer redundancies when you could have a broader information base.
( B. ) At the end of Chapters 1-10 there are sections of "Online Reports and Articles" (and occasionally, Books, Movies, or Press Releases) concerning the topic of that chapter. You may choose 5 of these Reports/Articles (Books, Movies, Press Releases if you have access to them), but not more than 2 from any one chapter. Add individual posts for each item on your class blog summarizing what the site has to offer and what it contributes to the content in the text of the chapter to which that article was appended. Use the label EXPAND-Articles on your blog posts so these posts easily can be pulled out. Exclusions:- MAET Students: Because the content in Ch10 is important and not covered elsewhere, I would urge you to consider an article (or 2) from this chapter. But, you may choose materials from any chapter.
- MAHE Students: Because the content in Ch10 is covered in CPED 5406, I would ask that you should not do an article from this Chapter.
( C. ) If you would like to explore a topic related to any aspect of this class in greater breadth or depth, rather than pursuing options A or B above, simply spell out to me what you propose to do. We will discuss it. I will need to know, with as much specificity as possible, what you propose to do, how it relates to an aspect of this class, and how it will help you.( D. ) Some students prefer quizzes on chapter readings as a quicker, easier path than blogging about the chapter. However, when I write quiz questions with good foils, I feel bad if many students miss the question. And, if I write a question that no one misses, I have to wonder if the question was challenging enough. So, the suggestion was that I offer you a chance to write quiz questions for each chapter that you feel covers the important points in the chapter. Write questions that are challenging in their presentation, but not "mean" tricky. If you choose this option, choose 5 chapters with which you propose to work (choose from chapters 1-9 and you may combine chapters 10 and 11). Then, 3 questions about different things in each chapter is worth a C, while 4 good questions per chapter is good for a B, and 5 good questions per chapter is an A. Questions must be predominately (at least 3 per chapter) multiple choice or matching formats. If you are choosing to write 4 or 5 questions per chapter, one of those questions may be True-False. Short answer (including fill-in-the blank) and essay format questions may not be used at all if you wish to pursue this option. Submit these questions by sharing the document containing the proposed questions with me on your Google Docs site.
Performance Record
The proposal is to be sent by email not later than the end of class on Thursday, July 7, with approval negotiated on Friday, July 8.
- If you are selecting option A, B or D, your email should tell me which of those options you have chosen and what chapters you anticipate using.
- I will simply acknowledge that I have received your plan when you choose option A or B.
- Obviously, I will need a rather longer explanation if you want to pursue option C.
- If you choose option C, you must have my approval of your proposal before you can proceed.
Unless you request a longer period of time, I will expect your EXPAND project to be submitted not later than 11:59pm Friday, July 15. If you will need a longer period, ideally you will tell me that in your proposal email. If you do not request a different due date, I will trust that you will be finished on or before July 15.If unforeseen circumstances cause you not to be able to meet the July 15 deadline (or other deadline you have established), please send me an email before the deadline explaining the situation and what you want to do. I do need to turn in grades in early August, though. Late assignments (not approved in advance) will have a grade deduction and may not be accepted at all.